Suchergebnisse

This study investigates whether protest movements consisting of students and educated protesters are more likely to (a) use nonviolent rather than violent resistance and (b) successfully reach their goals. Extant literature suggests that education is negatively linked to violent conflict, and the commonly assumed mechanism is that educated groups are less likely to resort to violence. Moreover, many argue that education is a force for regime change and democratization, by inducing successful protest movements. This article is the first to systematically test implications of these mechanisms at the protest level. The empirical analysis builds on original data on the educational background of participants in all protest campaigns aiming for regime change from 1900 to 2006 identified in the Nonviolent and Violent Campaigns and Outcomes Dataset 1.0. I find robust evidence that protest movements with a high degree of involvement by students and graduates are more likely to turn nonviolent. Moreover, there is some (although weaker) evidence that these movements are more likely to achieve their goals, but only due to their nonviolent dispositions. This adds to the literature explaining why some movements resort to nonviolence (and succeed), by establishing that the identity and socioeconomic background of protesters matter.

Most students do not follow the 'academic track' (i.e. A-levels) after leaving school and only about a third of students go to university before the age of 20. Yet progression routes for the majority that do not take this path but opt for vocational post-compulsory education are not as well-known, which partly has to do with the complexity of the vocational education system and the difficulty of deciphering available data. If we are to tackle long-standing problems of low social mobility and a long tail of underachievers, it is essential that post-16 vocational options come under proper scrutiny. This paper is a step in that direction.We use linked administrative data to track decisions made by all students in England who left compulsory education after having undertaken the national examination – the General Certificate of Secondary Education (GCSE) – at age 16 in the year 2009/10. We track them up to the age of 21, as they progress through the education system and (for some) into the labour market. We categorise the many different types of post-16 qualifications into several broad categories and we look at the probability of achieving various educational and early labour market outcomes, conditional on the path chosen at age 17. We also take into account the influence of demographics, prior attainment and the secondary school attended. Our findings illustrate the strong inequality apparently generated by routes chosen at age 17, even whilst controlling for prior attainment and schooling up to that point

The paper considers the current state of involvement of children with special educational needs in out-of-school education. The purpose of the article is to study the qualitative composition of groups of children with special educational needs who are involved in out-of-school education based on the type of developmental disorder; forms of involvement; areas of out-of-school education in which children with special educational needs are studied; determining the impact of out-of-school education on the development and socialization of children with special educational needs. At the first stage, the state of the problem development in domestic science was studied; at the second stage - the author's questionnaire and expert evaluation procedures were developed; a statement experiment was conducted using the survey method and the method of expert assessments; at the third stage, the analysis, systematization, processing of the accumulated empirical material is conducted. It has been determined that children with musculoskeletal disorders, mental disorders, autism spectrum disorders, mental retardation, severe speech disorders, hard of hearing, deafness, the visually impaired, and children with blindness are involved in out-of-school educational institutions. Children with special educational needs are involved in clubs (creative associations) of artistic and aesthetic, physical culture and sports, art, tourism and local lore, social rehabilitation, ecological and naturalistic, scientific and technical, health, humanitarian, research, and experimental and military-patriotic areas of out-of-school education.

Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. Public support for science and science education was at a low point for the 30 year period in 1975.

Public support for and interest in various fields, issues, organizations, and situations change. Public support for and interest in science and science education have been studied over a thirty-year period. Yankelovich's work related to science was enlarged to include science education. The public was very supportive of science and science education following the 1957 lauching of the Soviet Sputnik This high level of support is observed again in 1985, presumably because of the relationship of science and technology to economic security. Public support for science and science education was at a low point for the 30 year period in 1975.

AbstractIn this article, we seek to establish what liberal education means in the Asia of today by examining different institutions in India, Japan, South Korea, and China. In particular, we have analyzed fourteen such programs and identified certain commonalities, as well as important differences, particularly involving governance structure. We then offer some insights gleaned from the first three years of one of the largest such undertakings, Yale-NUS College in Singapore. We conclude that partnerships with U.S. institutions offer expertise and prestige, but the spread of liberal education in Asia will also depend on change within the relatively rigid but prestigious public systems that dominate most education in the region. The curriculum should embrace the local culture but put it in conversation with broader trends both in Asia and the West. In order for these institutions to thrive, faculty and students must be free to teach, study, and conduct research on controversial subjects without political interference.

Human rights are generally understood as the basic fundamental rights that cannot be denied to a person by any person or any government just because he is a human being. They are universal and are the same for all. Human rights include both rights and obligations. Education has a very important role in the promotion and protection of human rights. Education makes us aware of our civil and political rights which are often referred to as first-generation rights and second-generation rights as social, economic and cultural rights. Without proper education, one cannot be dealt with these essential philosophical and basic rights and obligations. The concept of human rights extension through education now popularly exists and has traveled to include it as third-generation rights. The relationship between education to understand and the right to learn should be emphasized without which education is incomplete. An educated civilization can only know its rights and therefore knows to defend it. The human rights-based approach to education assures every child a quality education that respects and promotes his right to dignity and optimum development. The right to education has been marked as a priority on the agenda of the international community because the right to education is not only a human right in itself, but also transcendent to exercise all other human rights. Human rights are the basis of human values, discipline and dignity. Classification-JEL : J2, K38, I24, I28

The article examines the current state of education in the national education system. These set of contradictions, the resolution of which promotes the new goals. Documents are considered domestic legislation of Ukraine, the contents of which is education and education values of civil society. Shown the importance of educating the youth patriotism and desire to actively promote the establishment of statehood in Ukraine

There is no simple, pat answer to the preparing of science writers. This study examines trends in undergraduate education, graduate level programs, science writing seminars and on-the-job training experiments and suggests some new approaches.

Voucher system of education implies the use of vouchers as instruments of financing public and private education. Unlike the traditional ways of financing education, the voucher system creates the assumptions for increasing the freedom of choice regarding educational programs within different levels of education. Paper will use scientific methods of systematization and analysis of existing literature regarding school vouchers, in order to give a critical review of the influence of vouchers on increasing the competitiveness of education. The paper will also present the results of the research of student and parental attitudes about towards voucherization of education. Research sample includes respondents from Bosnia and Herzegovina, Republic of Croatia and Republic of Serbia. Along with the conclusion, the paper also offers some recommendations regarding the use of vouchers for the improvement of local education systems.